Adapting & Innovating for Excellence in Service Delivery

Mel PereiraAssociate Principal Deaf Education

Schools of Special Education Needs

The Schools of Special Educational Needs provide support for students with disability and diverse learning needs through teams of teachers working from:

• School of Special Educational Needs: Disability, • School of Special Educational Needs: Sensory, • School of Special Educational Needs: Medical and Mental Health and • School of Special Educational Needs: Behaviour and Engagement.

These services collaborate to provide effective service provision to school communities. The Schools of Special Educational Needs are an integral part of the Western Australian Department of Education’s Statewide Services Division.

Autism, Intellectualand Physical

Disability or some combination

4745 Students

VisionImpairment

and/or Hearing Loss

2362 Students

Medical and Mental Health

Conditions

5137 Students

Behaviour &

Engagement

Website: ssen.wa.edu.au

Students supported by SSEN in 2015

Service Areas

Southern Region

- Albany

- Mt Barker

- Esperance

- Bunbury

- Collie

Perth Metro

Kalgoorlie

Midwest

Pilbara

Kimberley

- Kununurra

- Broome

What challenges face our service…

• Distance• Diversity in needs of our students• Diversity in the skills of our staff• Complexity of providing support to

schools, students and families

The Expanded Core Curriculum -DHH• It is unique to the needs of students who are deaf or hard

of hearing. • It addresses educational needs that are above and beyond

the general curriculum. • All students are required to be exposed to these standards,

but some students need to develop specialized skills to access these standards. This requires what is known is known as “specialized instruction.”

(Dr. Frank Nesbit , Deaf and Hard of Hearing Program Consultant, Georgia Department of Education)

ECC –DHH Domains (phase 1)

• Audiology• Communication• Functional Skills for Educational Success• Social and Emotional

Adapted from: Expanded Core Curriculum – Deaf and Hard of Hearing, Iowa Department of Education (2013)

Focus Area

Early Emerging Intermediate Advanced

• Describes how amplification devices help • Accepts and utilizes

amplification devices, as directed by adult

• Inserts/removes earmoulds appropriately • Puts on/takes off amplification device • Asks adult for help with amplification devices

• Indicates when amplification devices are not working • Stores amplification devices correctly when not in use • Charges speech processor, hearing aid and FM batteries as required • Cleans and cares for earmoulds • Demonstrates how to turn on/off amplification device • Explains that amplification devices are expensive and valuable • Wears amplification devices consistently • Explains when and why amplification devices are or are not needed • Ensures speaker is utilizing FM or infrared microphone appropriately • Identifies size of batteries and keeps supply at school • Manages all controls properly (on/off, programs, t-coil) • Begins to troubleshoot when amplification devices are not working • Recognises moisture problems in tubing and battery case. • Indicates when auditory stimulus is not loud enough • Indicates when background noise interferes with audition • Requests help with amplification devices when necessary

• Uses amplification devices switches and controls appropriately in various listening situations • Monitors and maintains own equipment on a daily basis • Identifies products available to protect hearing aids from moisture • Troubleshoots amplification devices consistently by solving minor problems • Requests help with monitoring amplification devices when necessary • Outlines advantages of wearing amplification devices in the classroom • Identifies size of batteries and where to get them • Describes amplification devices used by hard of hearing and deaf people (hearing aids, cochlear implants, assistive listening devices) • Explains how FM or infrared microphone works • Uses more complex vocabulary to describe to the audiologist comfortable settings for amplification equipment

• Requests appropriate amplification accommodations • Adapts to situations where

the use of amplification devices are not possible (e.g., swimming class)

• Refines troubleshooting skills related to problems with amplification devices • Describes how amplification devices work • Outlines amplification options in varying academic/community situations (e.g., personal and assistive listening devices) • Demonstrates how to use amplification device in conjunction with assistive listening devices • Seeks advice/assistance in

managing amplification • Outlines where and when to have hearing and amplification devices re-evaluated • Describes how to schedule routine evaluations with audiologist to monitor hearing loss and to maintain/update amplification devices • States how he/she can keep updated on devices to assist with hearing loss • States consequences of use/non-use of amplification devices • Keeps self updated on new amplification technology • Identifies professionals who support people with a hearing

Audiology Scope & Sequence - Amplification ManagementStudents are empowered when they understand their hearing loss. “The key to helping a child understand his or her deafness is to expose the child, as early as possible, to information about it” (Grunblatt & Daar, 1994, p. 112). These are only guidelines. Each child is unique and will progress at his/her own rate. Targets may be adjusted

and selected as needed. Not every target may need to be addressed. Assessing these targets may be completed informally or formally

Ampl

ifica

tion

Man

agem

ent

With Reference to: Expanded Core Curriculum - Deaf or Hard of Hearing, Iowa Department of Education (2013).

To summarise…ECC-DHH has• Improved teaching and learning program• Clarified our roles with schools and parents• Improved our planning process, data

collection and accountability

Systemic change

“School and Student Support Innovations”(SASSI)

ADDITIONAL SUPPORT OPTIONS School Choices Projected service hours per semester

Professional Learning OpportunitiesThe Visiting Teacher can provide a range of professional learning opportunities for staff. The VT is able to meet with individual staff members, small groups of teachers or to provide whole school professional learning opportunities. Professional learning can be tailored to your specific needs.

€ Fortnightly email hints Professional learning topics:

€ The Challenges and Rewards of Teaching Students with a Hearing Loss

€ Ten Tips in Ten Minutes € Your Student in Ten Minutes € Captioning in Ten Minutes € FMs in Ten Minutes € Rogers in Ten Minutes € Working with Interpreters in Ten Minutes

Classroom Support Visits Visiting Teachers are available to spend time in the classroom observing the listening needs of the student and making suggestions to improve the teaching and learning outcomes for them.

€ As needed € Once a term € Once a semester

Social Skills Visits Visiting Teachers are available to spend time in the playground observing the student’s social skills.

€ As needed € Once a term € Once a semester

Year 6 Transition Visiting Teachers are able to supplement the school’s transition program working with students, families and secondary schools to ensure the transition process runs smoothly.

€ Term 4

Classroom Deaf Awareness LessonsVisiting Teachers are available to provide lessons to the whole class to raise awareness amongst hearing students of communication difficulties that deaf people may face in everyday life.

€ Date required _________________

Educational Assistant/ Educational Interpreter Support Visit Visiting Teachers are able to meet with the student’s EA/EI to suggest communication and learning strategies. At times the VT may provide resources and activities for the EA/EI to use with the student on a daily basis to consolidate speech and listening skills introduced in the VT session.

Required: € As needed € Once a term € Once a semester

Future directionsExpanded Core Curriculum • Review of phase 1• Implementation of Phase 2 e.g. Career

DevelopmentSASSI• Review in line with department reforms• Refining and creating resources